In the context of the second cycle of the ICILS (International Computer and Information Literacy Study), the IEA (International Association for the Evaluation of Educational Achievement) for the first time implements a so-called international option for educational systems participating in ICILS 2018 in the form of an optional test module on competences related to ‘Computational Thinking’. In doing so, the international student tests conceptualized for grade 8 students in ICILS 2018 will be supplemented by two test modules. Likewise, the background questionnaires for teachers, students, principals and ICT coordinators will be complemented by relevant questions relating to the above-mentioned competencies. Germany, alongside the USA, France, Finland, and other countries, will be participating in these optional modules or have confirmed their interest. It will thereby attain governance knowledge of educational system development, relying on a substantial database of computer-based student tests that will complement the knowledge gain from other large-scale assessment studies. This new knowledge is gained in a domain that subsequently will bring further changes for the private and professional life and that includes competencies which will – with increasing relevance – be considered as key competencies. In a first step, the present article will highlight existing approaches to the described relevance of ‘Computational Thinking’ on the basis of national and international research literature. In a second step, the conceptualization of ‘Computational Thinking’ as a test construct in the context of ICILS 2018 will be presented. Thereby, particular emphasis will be placed on the implementation of the optional module in Germany as well as on situating ‘Computational Thinking’ against the background of recent developments in the German educational system.